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Metody i formy pracy w szkolnictwie pijarskim

100%
Semrau K.
Progress
|
2019
|
issue 5
11-19
EN
The paper reviews forms and  methods of  youth work incident to  the  Piarist Order activity and depicts the structure and organisation of both the Order and  the  main assumptions of  the  Piarist school institution. Moreover, the  article indicates once most innovative and  contemporarily popular aspects of  pedagogic work, such as  humanistic approach to  a  student or recompensing which the founder of the Order Joseph Kalasancjusz wrote about in guidelines for work related to education of foster children. The offer of regular and free school prepared by the Piarist conventuals was one of the first in the world addressed to poor children and youth. The above-mentioned paper depicts ongoing changes in the Piarist Order, mainly due to the effectiveness of teaching piarist institutions has begun to change and became schools for the elite. Not without significance is the rather thoroughly characterized figure of the founder himself, as well as the most popular Polish piarist and reformer – Stanisław Konarski.
PL
W  artykule opisano metody i  formy pracy z  młodzieżą wynikające z  działalności zakonu pijarów. Przedstawiono strukturę i organizację zarówno samego zakonu, jak i  główne założenia instytucji szkoły pijarskiej. Wskazano także na kiedyś niezwykle innowacyjne a współcześnie popularne aspekty pracy wychowawczej, takie jak humanistyczne podejście do ucznia czy nagradzanie, o których pisał założyciel zakonu Józef Kalasancjusz już w pierwszych wytycznych dotyczących pracy związanej z kształceniem wychowanków. Oferta szkoły regularnej i bezpłatnej, jaką przygotowali pijarscy zakonnicy, była jedną z pierwszych na świecie skierowaną do ubogich dzieci i młodzieży. Poruszono także kwestię przemian zachodzących w zakonie pijarów, gdy – głównie ze względu na efektywność nauczania – placówki te zaczęły się zmieniać i stawać szkołami przeznaczonymi dla elit. Wiele uwagi poświęcono również postaci samego założyciela, jak i najpopularniejszemu polskiemu pijarowi i reformatorowi – Stanisławowi Konarskiemu.
2
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Dziedzictwo zakonu pijarów w perspektywie badań Zespołu Szkół Pijarskich w Elblągu

63%
Semrau K., Rutkowski J.
Biuletyn Historii Wychowania
|
2020
|
issue 42
171-184
EN
The aim of the article is to indicate the heritage of the Piarist order in contemporary education. From the very beginning, activity of Piarist monks was directed at poor children and young people, who through education were to become better citizens and Catholics. Nowadays, this heritage is visible in schools run by Piarist monks. One of the school centers is the Piarist School Complex in Elbląg. An interview with the management and teachers, as well as the results of the survey questionnaire collected, allow you to view the modern heritage of Piarist in this school. The article indicates the Piarist School Complex in Elbląg as an example of contemporary piarist activity, which on the one hand is a modern approach to education, and on the other fulfills the assumptions accompanying from the beginning of the activity of piarist education.
3
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Działalność doktora Henryka Jordana na rzecz dzieci i młodzieży. W poszukiwaniu współczesnych odniesień

63%
Rutkowski J., Semrau K.
Biuletyn Historii Wychowania
|
2021
|
issue 44
59-79
EN
The activity of Dr. Henryk Jordan played an important role in the development of health education in Galicia, Eastern Europe, in the late 19th and the early 20th centuries. This article revolves around Jordan’s concept of the development of the physical condition of Poles and the physical education system for children and adolescents. Henryk Jordan’s actions have been re-interpreted in the context of building various educational establishments. His efforts, focused on organizing free time for students, were aimed at ensuring their sustainable development. In this respect, the creation of the City Park was Henryk Jordan’s great achievements, serving the physical education of children and adolescents and promotion of mass sport. This organization of public space can be a valuable guideline for architects and educators who create friendly spaces for children and young people. At the same time, the article pinpoints that the target audience and the users are members of local communities whose voices should always be heard and considered. When this happens, they form a relationship with friendly space which takes them into an existential dimension.
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